Childminder in Leeds

Inspection date

Previous inspection date 04/12/2012 27/04/2009

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early years provision

This inspection: 2 Previous inspection: Met How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is friendly, approachable and communicates with children very effectively. This allows her to quickly develop strong, respectful relationships with children who feel safe, happy and secure in her care.  The childminder provides activities to promote all areas of children's learning and development. This means children make good progress towards the early learning goals. She is skilled in helping children to communicate in a range of ways, both verbal and non-verbal.  The childminder teaches children about respecting the similarities and differences between people and has a wide range of resources to support this.  The childminder is experienced in providing for the individual needs of all children, including those with a range of additional educational needs.

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It is not yet outstanding because

 The childminder does not clearly identify children's progress across all areas of learning and opportunities for parents to contribute information about children's learning at home, are less well developed. This means opportunities are missed to sharply focus activities to enable children to make the best possible progress and to further improve communication with parents and other professionals.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector watched the childminder play with the children and talked to her at convenient times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, the childminder's self-evaluation form and a range of policies and other records.  The inspector had a tour of the premises.

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Information about the setting

The childminder lives with her two children aged three and five years. The whole of the ground floor and two front bedrooms and bathroom of the childminder's home are used for childminding. There is a fully enclosed garden for outside play which consists of a higher-level decked area and lower- level grassed area.

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Information about the setting

The childminder walks to local schools to take and collect children. She takes the children to visit the park and they also regularly attend toddler groups. The childminder has been registered since 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is a member of the National Childminding Association and has a BA (hons) degree in Education Studies. The childminder has experience in supporting children with a range of special educational needs and/or disabilities, including autistic spectrum disorders and communication and language delay.

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Information about the setting

The childminder is open all year except during her own holidays. There is currently one child on roll who is in the early years age range. The childminder offers out of school care before and after school and during the holidays. There are four school-aged children on roll. The childminder is registered to work with an assistant.

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To further improve the quality of the early years provision the provider should:

 identify children's rate of development across all areas of learning and give parents opportunities to contribute information about their children's learning at home. Use this information to sharply focus activities to enable children to make the best possible progress and further improve communication with parents and other professionals.

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who attend

The childminder is experienced and has a good knowledge and understanding of children's learning and development. She provides a wide range of interesting and appropriate resources and activities to encourage children to learn. For example, babies investigate baskets containing an interesting collection of objects. They delight in putting the silk scarf over their head and play 'Peek-a-boo' with the childminder. They also investigate a wooden spoon and soft toys. In this way, they learn more about people, communication, objects and the world around them. The childminder supports babies well as they stand and cruise around the furniture. This helps them to develop their physical skills, as well as self-confidence and independence. The childminder provides an excellent range of resources to ensure she promotes children's development in all areas of learning. These include several collections of puppets and toys related to picture books. For example, she

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who attend

has a collection of resources to help her tell a story about a clumsy elephant, who discovers the advantages of wearing glasses. This not only helps children discover the joy of stories but also an understanding of why people wear glasses.

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who attend

The childminder is particularly skilled at teaching children about respecting the similarities and differences between people and has a wide range of resources to support this. All children learn to communicate in a range of ways, both verbal and non-verbal. For example, she has a doll that speaks Spanish and a range of games that introduce children to French. She teaches children to count in Italian and has a range of books and resources that teach children about a range of faiths. The childminder introduces children to disability in a positive way and is experienced in teaching children with a range of additional needs. For example, she uses Picture Exchange Communication System (PECS) to help children with delayed speech, and visual timetables to support children with autistic spectrum disorders. Children learn to sign using Makaton, by watching a television programme for pre-school children.

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who attend

The childminder observes children closely and uses 'Development Matters in the Early Years Foundation Stage (EYFS)' which is part of the statutory EYFS guidance, to assess children's progress against expected levels of development. She also uses this publication to help her plan further activities. She keeps a record file for each child containing a wide range of information, including a form that enables parents to describe their child's development and preferences. The file also contains information that explains the areas of learning as described by the Early Years Foundation Stage framework. She includes regular written notes and photographs of children's activities. Each month the childminder adds a summary that describes children's general development and progress over the month. In this way parents are kept well informed about their children's response to activities. However, knowledge of children's progress in each area of learning is not

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who attend

precise and opportunities for parents to contribute information about their child's development at home, are less well developed. This means that there are missed opportunities to sharply focus activities to enable children to make the best possible progress.

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The contribution of the early years provision to the well-being of children

The childminder has a calm friendly, approach and knows how to communicate well with children. For example she soothes a baby by quietly reassuring and cuddling her as she feeds her a bottle. She treats all children with respect and courtesy. For example, she asks a baby if she can lift them down from the rocking horse and waits for a response before she does so. In these ways the childminder ensures children develop high self-esteem and reinforces their ability to make independent decisions.

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The contribution of the early years provision to the well-being of children

The childminder finds out about children's detailed routines and preferences by getting to know families before children start attending the setting. She collects information about, for example, children's favourite things, comforters, food preferences, methods of communication and ways they demonstrate their personal needs, as well as information about their developmental stage. This means the childminder is well-placed to provide a tailored service for individual children. She encourages parents to visit with their children and leave them for short visits, before they start attending for longer periods of time. This means children enjoy a smooth transition, are happy and develop strong emotional attachments with the childminder.

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The contribution of the early years provision to the well-being of children

The childminder sets clear boundaries and has high expectations of children's behaviour. This helps children to develop good social skills. The childminder provides a warm, comfortable, environment for children to play and relax. The playroom is well organised and resources and equipment are changed in response to children's interests and needs. The childminder encourages children to be independent, for example, as she praises them for trying to reach a toy for themselves.

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The contribution of the early years provision to the well-being of children

The childminder provides a safe environment. She has detailed, specific, risk assessments that she regularly checks. The childminder promotes children's health well. She is qualified in paediatric first aid and has clear, written procedures to manage children's health. She provides nutritious snacks and meals and finds imaginative ways to encourage children who are reluctant to eat vegetables. The childminder ensures that children have some daily fresh air and exercise. They also visit the local play-gym. In this way, children are learning that exercise contributes towards a healthy lifestyle. The childminder takes children to school, collects them and looks after them in the holidays. This means younger children regularly visit school and they get to know the teachers. They also attend the nursery school. This helps support children confidence as they move on to school.

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provision

The childminder is well qualified, experienced and dedicated to caring for children in their early years. She is committed to continuing her studies, particularly relating to children with additional needs. The childminder monitors children's activities on a regular basis and uses this to identify next steps in learning. She also analyses each part of her provision and identifies how each area or activity, promotes children's learning and development.

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provision

The childminder has very close relationships with parents and they are very happy with her service. She understands that strong partnerships with parents and other professionals are important to ensure children make good progress. She shares information with parents on a daily basis and also provides them with detailed written information about the Early Years Foundation Stage framework activities that children have enjoyed and children's general progress. However she has identified that a more focused summary of children's attainment across all areas of learning would be beneficial, both for providing sharply focused activities to promote children's learning further and to improve communication with parents and other professionals.

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provision

The childminder understands her responsibilities to provide an environment in which children are kept safe and secure. She has a wide range of written policies that she makes available to parents. This means parents are well informed about how she cares for children. The childminder has made good progress in meeting previous recommendations and children's records are now well organised and all required records are in place.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY297683 Local authority Leeds Inspection number 817513 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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